The effect of mathematical writing activities on 3th grade students' problem solving and posing skillsMatematiksel yazma etkinliklerinin 3. Sınıf öğrencilerinin problem çözme ve kurma becerilerine etkisi

The aim of this study was to determine the effect of mathematical writing activities on 3 rd grade students' mathematical problem solving and posing skills. Therefore this study was done by using quasi-experimental model with pretest-posttest control group. Research was conducted in 2014- 2015 Education Year Spring Semester. The study group of the research consists of totally 66 3rd grade students At the experimental group, the activities of 3rd grade mathematics curriculum and 3 rd grade mathematic text book are applied. In addition to these activities, mathematical writing activities put into application to the experimental group. However to the control group only the activities of 3rd grade mathematics curriculum and 3rd grade mathematic text book are applied.  All groups' applications lasted for 8 weeks. As a result of this study, it was seen that, at the end of the experimental processes, there is a meaningful statistical difference between experiment group and control group, among problem solving and problem posing skills of students in experiment’s group favour. This result is supporting the relevant literature. ÖzetBu araştırmanın amacı, matematiksel yazma etkinliklerinin, ilkokul 3. sınıf öğrencilerinin matematiksel problem çözme ve kurma becerileri üzerindeki etkilerini belirlemektir. Bu yönüyle çalışmada, ön test-son test kontrol gruplu deneme modeli kullanılmıştır. Çalışma 2014-2015 bahar yarıyılında gerçekleştirilmiş olup çalışma grubunu toplam 66 3. sınıf öğrencisi oluşturmaktadır. Deney grubunda deneysel işlem sürecinde ilköğretim matematik öğretim programında ve ders kitabında ön görülen etkinliklere ek olarak matematiksel yazma etkinlikleri gerçekleştirilmiştir. Kontrol grubunda ise 3. sınıf matematik programı ve ders kitabında yer verilen etkinliklere bağlı kalınmıştır. Uygulamalar 8 hafta sürmüştür. Araştırma sonuçları, deneysel işlem süreci sonunda deney ve kontrol grubunda yer alan öğrencilerin problem çözme ve kurma becerileri bakımından karşılaştırıldığında, deney grubu lehine istatistiksel olarak anlamlı düzeyde bir farklılık olduğunu göstermektedir. Bu sonuç ilgili literatürü destekler niteliktedir

The evaluation of elements regarding family training included in the works of some Turkish scholars between IX.-XII. centuries

It is seen that the main objective of the reforms realized in Kazakhstan and many Turkish societies especially about education is to ensure that the young generation adapts to the changing society in line with global demands. For the goals and objectives in this direction to be realized as a whole, it is clear that it would be appropriate to start the transformation with parenting education. When the history of pedagogy is examined, it is seen that the influence of Turkish culture is of great importance in the parenting education systems of Turkish societies. In this respect, today, the usage of extant parenting education elements in the education of future generation by examining the historical process in the formation of a spiritually developing consciousness and in reestablishing the tradition of humanitarian values should be accepted as a reality of the present. Accordingly,this study, which aims to evaluate elements regarding family training in the works of some Turkish scholars between IX.-XII. centuries was organized in the form of qualitative research. Document analysis was used as data collection method. In this study, the works of Al-Farabi, Yusuf Khass Hajib , Mahmud al-Kashgari and Hodja Ahmet Yesevi, who lived in the mentioned period, were considered as the main sources. In specified sources it was found that the personal aspect of  training, the generalization of training, the optimism of training, the connection of training with nature, the connection of training with  religion, the integrity and complexity of  training, the age and peculiarities of the child in training were emphasized.It is seen that the main objective of the reforms realized in Kazakhstan and many Turkish societies especially about education is to ensure that the young generation adapts to the changing society in line with global demands. For the goals and objectives in this direction to be realized as a whole, it is clear that it would be appropriate to start the transformation with parenting education. When the history of pedagogy is examined, it is seen that the influence of Turkish culture is of great importance in the parenting education systems of Turkish societies. In this respect, today, the usage of extant parenting education elements in the education of future generation by examining the historical process in the formation of a spiritually developing consciousness and in reestablishing the tradition of humanitarian values should be accepted as a reality of the present. Accordingly,this study, which aims to evaluate elements regarding family training in the works of some Turkish scholars between IX.-XII. centuries was organized in the form of qualitative research. Document analysis was used as data collection method. In this study, the works of Al-Farabi, Yusuf Khass Hajib , Mahmud al-Kashgari and Hodja Ahmet Yesevi, who lived in the mentioned period, were considered as the main sources. In specified sources it was found that the personal aspect of  training, the generalization of training, the optimism of training, the connection of training with nature, the connection of training with  religion, the integrity and complexity of  training, the age and peculiarities of the child in training were emphasized

Prospective Primary Teachers' Methaphorical Perceptions about the Concept of Mathematical Literacy

Bu araştırmanın amacı, sınıf öğretmeni adaylarının ‘‘matematiksel okuryazarlık’’ kavramına yönelik algılarını metaforlar yoluyla ortaya koymaktır. Olgubilim modelinde gerçekleştirilen bu araştırmanın çalışma grubunu Türkiye’ de eğitim-öğretim faaliyeti sürdürmekte olan 6 devlet üniversitesinin Sınıf Eğitimi Anabilim Dallarında öğrenim görmekte olan 1525 öğrenci oluşturmaktadır. Araştırma verileri ‘‘Matematiksel okuryazarlık …… gibidir, çünkü……’’ formunun doldurulmasıyla elde edilmiştir. Verilerin analizinde metafor analiz basamakları ve frekans analizi kullanılmıştır. Çalışma bulgularına göre sınıf öğretmeni adayları toplam 94 metafor üretmiş ve bu metaforlar 11 kategori altında toplanmıştır. İfade edilen metaforlar en fazla günlük hayat faaliyeti, bir araç-alet kullanma becerisi, mutfak faaliyeti, zihinsel beceri, işlevsel bir araç gibi kategoriler altında toplanmıştır. Sınıf öğretmeni adayları tarafından ortaya konulan metaforlardan en fazla tekrar edilenler; yemek hazırlama, bilgisayar kullanma, alışveriş yapma, araba kullanma, problem çözme, dünya, telefon kullanma, yapboz, orman, gelecek, uzay şeklinde sıralanmıştır. En fazla tekrar edilen metaforlar değerlendirildiğinde, bunların pek çoğunun üst düzey düşünme becerilerini (analiz, sentez, değerlendirme vb.) gerektirdiği görülmektedir.The purpose of this research is to reveal prospective primary teachers’ perceptions about the concept of “mathematical literacy” by means of metaphors. The working group of this research, executed with phenomenology method, consists of 1525 students studying in the department of Primary Education of 6 public university, maintaining educational activities, in Turkey. Research data was collected by completing the following form: “Mathematical literacy is like …, because ….”. Metaphor analysis steps and frequency analysis were used when analyzing the data. According to research evidences, class teacher candidates produced 94 metaphors and these metaphors were grouped under 11 categories. Stated metaphors were mostly grouped under the categories such as daily life activity, the ability to use equipment, kitchen activity, cognitive ability and a functional instrument. The most frequently repeated metaphors by class teacher candidates were arranged as; preparing a meal, using a computer, doing shopping, driving a car, solving a problem, earth, using phone, jigsaw, forest, future and space. When the most frequently repeated metaphors were evaluated, it was seen that they required high level thinking skills (analysis, synthesis, evaluation)

The Effect of ICT Assisted Project Based Learning Approach on Prospective ICT Integration Skills of Teacher Candidates

The purpose of the present research is studying the effects of information and communication technologies (ICT) assisted project based learning practices on ICT integration skills of pre-service classroom teachers. The research adopted a mixed method. The quantitative dimension of the research was designed with pre-test-post-test control groups. The qualitative dimension was conducted as a case study. The work group of the research consisted of 72 pre-service teachers, who studied at the third grade of the department of the classroom teaching of a state university in the province of Konya in 2015-2016 academic year; 34 of the participants were included in the experiment group and 38 were included in the control group. ICT Self-Efficacy Perception Scale (ICT-SEPS) and ICT Attitude Scale (ICT-AS) used as the quantitative data collection tools for the present research were obtained from the literature. The interview form used to collect the qualitative data of the research was developed by the researchers in accordance with the related literature. Comparison of the data collected before and after the 12-week experimental procedure revealed that ICT assisted project based learning practices had positive effects on ICT self-efficacy perceptions and attitudes and accordingly expected ICT integration levels among pre-service teachers

THE EFFECTS OF MATHEMATICAL DISCUSSION ENVIRONMENT SUPPORTED BY METACOGNITIVE PROBLEMS ON THE PROBLEM POSING SKILLS OF 3TH GRADE PRIMARY SCHOOL GRADE STUDENTS

The aim of this research is to examine the effects of mathematical discussion envıronment supported by metacognitive problems on the problem posing skills of grade 3th primary school grade students. The study was carried out based on pre-test and post-test, control group model. Two experiment and one control group were formed from the students who participated in the research. The sample group consists of 52 students who are studying at the third grade level. According to the findings obtained from the research, it is seen that the discussion method supported by metacognitive questions applied in experiment-1 group, is especially effective in the dimensions of problem posing as “Realization of the Components of the Problem (RCP)”, “Identification of the relationship between concept and operation (IRCC)”, “Establishment of the problem requiring desired operation (EPRDO)” and “Posing problems based on the given visual and numerical data (PPGVN)”.   Article visualizations

Okul çağı çocuklarının oyun kavramına ilişkin algılarının ve oyun tercihlerinin değerlendirilmesi

Bu çalışma, okul çağı çocuklarının oyun kavramına ilişkin algılarının, oyun tercihlerinin ve oyun oynama sebeplerinin bazı değişkenlere göre farklılık gösterip göstermediğinin değerlendirilmesi ve bu verilerin oyunun bir öğretim yöntemi olarak kullanılma sürecine bir kaynak olacak biçimde yorumlanması amacıyla gerçekleştirilmiştir. İç içe geçmiş tek durum deseninde tasarlanan araştırma, 20092010 öğretim yılında, 7-11 yaşları arasında, Konya İlinde bulunan bir ilköğretim okulunun, 1-5. sınıflarında öğrenim gören 20 kız ve 20 erkek (toplam 40) öğrenci ile yürütülmüş bir durum çalışmasıdır. Çalışmada yarı yapılandırılmış görüşme tekniği kullanılmıştır. Araştırmanın sonuçları şu şekilde özetlenebilir: Çocukların, her hangi bir aktivitenin oyun olup olmadığına karar vermede kullandıkları temel ölçüt eğlencedir. Stresli ortamlar, katılımın zorunlu ve yönetimin yetişkinlerde olması, çocukların derslerdeki oyunlara katılımını engellemektedir. Çocuklar genellikle oyunu kendilerine ait bir etkinlik olarak değerlendirmektedirler. Oyun ve oyuncak tercihleri cinsiyete ilişkin kalıp yargılarla ve yaşla birlikte şekillenmektedir.Evaluating the perceptions of school-aged children about game concept and game preferences. This study was undertaken to examine if there are any differences in perceptions of the game concept, game preferences, and the reasons for playing of school-aged children according to same variables or not. This embedded multiple case study carried out with 20 boys and 20 girls (totally 40) between the ages of 7 and 11 years attending 1-5 grades of elementary school education in Konya-Turkey. In the study semi-structured interview technique has been used. Results of the study can be summarized as follows: The main criterion which the children use for deciding if an activity is a game or not is fun. Stress, obligatory in participation and adult management prevent the children to join the games in classes. Children generally perceived the games as their occupation. Game and toy preferences are forming by the gender stereo-types and age

Evaluation of mathematical powers of 5th grade primary school students

AbstractThe term mathematical power is regarded as a whole of abilities in connecting, reasoning and communicating. The aim of this study is to evaluate mathematical powers of 5th grade primary students. The study is qualitative. It has been fulfilled 2009- 2010 Autumn semester. Observation and interview techniques were used to collect the data. In the process of practice, students were given arithmetical problems, and their mathematical powers were tried to determine by evaluating their way of problem-solving processes. Evaluation rubrics and observation forms prepared by the researchers were used to analyze and evaluate the data. The practice lasted 5 weeks and total 9 problems were used. The result of the study is as follows: Students are able to make connections in mathematics but they are not able to use mathematical processes out of mathematics. The students can be said to have low level of reasoning. Their ability to communicate can be determined as mid level

THE EFFECT OF METACOGNITIVE INSTRUCTION ON MATHEMATICAL REASONING OF FIFTH GRADE PRIMARY SCHOOL STUDENTS

Bu çalısmanın amacı, ilkögretim 5. sınıf matematik dersi problem çözme sürecinde kullanılan üstbilis stratejilerinin, ögrencilerin matematiksel muhakeme becerilerine etkisini incelemektir. Arastırma, 2006-2007 ögretim yılının ikinci yarıyılında Emin Saglamer İlkögretim Okulunda ögrenim görmekte olan toplam 66 ögrencinin yer aldıgı, birbirine denk iki sınıf üzerinde yürütülmüstür. Bu sınıflar; matematik dersi problem çözme sürecinde üstbilis stratejilerinin uygulandıgı deney grubu ve matematik dersi problem çözme sürecinde var olan sürecin devam ettirildigi kontrol grubu olarak atanmıstır. Arastırmanın deney grubunda yer alan ögrencilere Mevarech ve Kramarski (1997) tarafından gelistirilmis, üstbilis teorilerine dayalı bir ögrenme yaklasımı olan IMPROVE stratejisi uygulanmıstır. Deneysel uygulama dokuz hafta (25 ders saati) boyunca sürdürülmüs, bu süre içerisinde ögrencilerin 65 problemle belirtilen stratejiyi kullanarak çalısmaları saglanmıstır. Deney grubunda yer alan ögrencilere uygulanan IMPROVE, birbirini takip eden ögretim adımlarının bas harflerinden olusan bir akrostis stratejisidir; giris (Introduction), üstbilissel sorgulama (Metacognitive questioning), uygulama (Practising), gözden geçirme (Reviewing), uzmanlık (Obtaining mastery), dogrulama (Verification), zenginlestirme (Enrichment). Arastırmada ögrencilere, matematiksel muhakeme ölçegi ön test ve son test olarak uygulanmıstır. Arastırmadan elde edilen verilerin çözümlenmesinde t testi kullanılmıstır. Arastırmanın sonunda, deney grubunda yer alan ögrencilerle gerçeklestirilen üstbilise dayalı ögretimin, kontrol grubunda sürdürülen ögretime göre; uygun muhakemeyi belirleme ve kullanma; matematiksel bilgileri ve örüntüleri tanıma ve kullanma; tahmin etme; çözüme iliskin mantıklı tartısmalar gelistirme; genelleme yapma; rutin olmayan problemleri çözme; matematiksel muhakeme becerilerini gelistirmede daha etkili oldugu sonucu elde edilmistir.The purpose of this study is to examine the effect of metacognitive strategies which is implementing in the problem solving process to students' mathematical reasoning skills in fifth class at primary school. This study has been conducted with totaly 66 students in two classes equivalent to each other in the second term of 2006-2007 academic year in Emin Saglamer Primary School. This classes are divided into two groups: experimental group which students implement the metacogntive strategies in mathematical problem solving process, and control group which students implement traditional method in mathematical problem solving process. IMPROVE strategy that is a learning approach based on metacognitive theories improved by Mevarech and Kramarski (1997) was applied to the students in experimental group of the research. Experimental application lasted for 9 weeks (25 class duration). In this period of time students were made to study by using the strategy revealed with 65 problems. IMPROVE applied to students in experimental group is an acrostic strategy consists of initials of teaching steps following one another; Introduction, Metacognitive questioning, Practising, Reviewing, Obtaining mastery, Verification, Enrichment. v Mathematical reasoning tests are applied to the students during the study. Scales are applied to the students before the practice as a pre test and after the practice as a post test. For analyzing the data, t test has been used. At the end of the study these findings are obtained; After the experimental implement, the students whom metacognitive strategies is applied are present more performance than the the students whom traditional approach applied in; determining and using appropriate reasoning; recognizing and applying mathematical knowledge and patterns; developing logical arguments about solution; making generalizations; solving non-routine problems; and mathematical reasoning skills